I try each time- I get shut down

‘I try each time- I get shut down’ Children’s influence on parents’ involvement in children’s community language learning Ulrike Glinzner Ph. D candidate ulrike. glinzner@flinders. edu. au

Overview • Clarification of terms • The study • Literature review: Parent’s involvement Influences on Parents’ Involvement • Main Theory • Children’s “invitations”

Clarification of terms • Minority languages • Community language (CL) – A language actively used and part of the Australian life (Clyne, 1982) • Language maintenance • Parental involvement (Gonzalez-De. Hass, Willems and Holbein, 2005; Grolnick and Slowiaczek, 1994) • Ethnic/community schools (ESA, 2013; Cardona, Noble & Di. Biase, 2008)

The study Purpose To find out what influences types and levels of parental home involvement and involvement at the ethnic school in children’s German community language learning (CLL). To identify opportunities to facilitate parents’ involvement in their children’s CLL.

Rationale Crucial (Clark, 2000; Fillmore, 2000; Lightbown & Spada, 2006; Pauwels, 2005; Shumow, 2010) Exposure to CLL at home: strong predictor for LM (De Houwer, 2007) : active use of CL, receptive skills, need for language, motivation, . . Extremely variable (Clark, 2000; Glinzner, 2010 a; Xuesong, 2006) Gap in literature: explaining factors of influence Informing practice: how to support parents

Significance Socio-cultural Social cultural identity and group membership (Blasi, 2005; Fillmore, 2000; Hamers & Blanc, 1995; Fernando, Valijärvi, & Goldstein, 2010) Cognitive benefits Sustaining (Bialystok, Craik, & Luk, 2012) better cognitive performance throughout lifespan (Bialystok, 2013) Economic benefits (Cavallaro, 2005) language skills facilitate studying abroad, work force… (Grosjuan, 2010)

Literature Review 1. Parents’ involvement in children’s CLL 2. Influences on parents’ involvement in children’s CLL 3. Influences on parents’ involvement in children’s education

Parents’ involvement in children’s CLL – Linguistic behaviour (Döpke, 1986, 1992 b; Juan. Garau & Perez-Vidal, 2001) – Teaching techniques (Döpke, 1986, 1988; Pauwels, 2005) – Encouragement and assistance (Grosjean, 2010) – Regulating and resources (Glinzner, 2010 a; Pauwels, 2005) – School involvement (Green et al, 2007; Walker et al, 2005)

Children • Successful CLM: younger children, social dependence family is very high (Pauwels, 2005) • “Agents of language shift” (Clyne, 1991, p. 114) • School age children decide the home language (e. g. Schwartz, 2008; Schuepach, 2006). • Reasons • Importance of friends over family; centre of social life becomes school where community language is usually not in use (Pauwels & Winter, 2005) • Children do not want to be different (Grosjean, 2010) • In adolescence children negotiate their own ethnic identity (Noro, 2009)

Influences on parents’ involvement in children’s education • Table I. Parents’ Motivations for Involvement (Hoover-Dempsey and Sandler, 1997, revised model 2005 in Green et al. , 2007, p. 533)

Main theory • Figure 1 Model of Triadic Reciprocal Determination (Bandura, 2008)

Self-efficacy • Influential factor (Bandura, 1986) • Judgement about own ability to perform a task in one specific domain (Bandura, 1997) • Parental impact belief (De Houwer 1999)

Example survey questions Parent’s self-efficacy for helping the child to succeed in school (Walker, Wilkins, Dallaire, Sandler & Hoover-Dempsey, 2005) item 1 I know how to help my child do well in school. item 2 I don’t know if I’m getting through to my child (reversed) I don’t know how to help my child make good grades in school. I feel successful about my efforts to help my child learn. I make a significant difference in my child’s school performance. item 3 item 4 item 5

Examples • “Very confident because it’s my mother tongue. So if I would speak to her in German I could explain the grammar to her. ” • “I’m confident enough, it’s not in any way that I feel I don’t know enough. For me can do or could do – there is no problem. ” • “Not very. I have done a basic course but stopped because it was too hard making time for it. ” • “I find it very difficult to teach them something I do not know. I would not know how to teach a child German at home. ” • “The longer I’m away from Germany, the less confident. I’m probably not so confident on the fine grammar, the very particular grammar because I’m not a native speaker. “ (Glinzner, 2010 a)

Children’s influence on parents • Individual qualities (Brooks, 1999) • Children’s handling of school work (Shumow, 1997) • Implicit and explicit requests (Hoover-Dempsey & Jones, 1997)

Examples • “. . . when we first came I spoke all the time German with her and then after a little while she didn’t answer back to me and then she came with that statement that she didn’t want me to talk German to her anymore. And we believe the reason for that was probably that she felt she was different, she wasn’t quite like all the other children. It stopped then, not because I necessarily listened to her but because she didn’t reply back to me in German and then over time you just slip into English. ” • “He got a bit offended too, he couldn’t understand why she changed. ” • “. . . we are not confident. . . because they are constantly refusing. ” • “She has just turned into an unpleasant child. ” • “. . . when we went to Germany nearly 4 years ago, they actually said we’d like to keep on speaking German. And it’s part of their conversation now. ” • “They are quite proud that they have both nationalities. ” (Glinzner, 2010 a)

Child invitations (Glinzner, 2010 a)

Acknowledgements My supervisors Assoc. Prof David Curtis Dr Marietta Rossetto Dr Mirella Wyra

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Thank you.